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The Virtual Reality Intervention Programs and Dementia Care Education: A Systematic Review

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Title: The Virtual Reality Intervention Programs and Dementia Care Education: A Systematic Review
Language: English
Authors: Xiaoli Li (ORCID 0000-0001-5322-1884), Xiaoyu Liu, Sandra Collins, Ramesh Mutthina, Chungyi Chiu
Source: Educational Gerontology. 2025 51(6):598-614.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Computer Simulation, Intervention, Dementia, Technology Uses in Education, Program Effectiveness, Allied Health Occupations Education, Caregiver Training, Knowledge Level, Skill Development, Caregiver Attitudes, Self Esteem, Self Efficacy, Educational Research
DOI: 10.1080/03601277.2025.2466131
ISSN: 0360-1277
1521-0472
Abstract: The use of virtual reality (VR) as an educational tool has gained significant attention, especially within the healthcare field. VR technology has been explored for its potential to deepen the understanding of individuals living with dementia, allowing students and caregivers to immerse themselves in the lives of those affected by this condition. To date, research evidence regarding the implementation and effectiveness of VR interventions in this domain has not been evaluated and synthesized. We aimed to address this gap in the evidence. The study protocol was registered with PROSPERO, and literature published from 2000 onwards was searched from eight databases: Academic Search Complete, APA PsycINFO, CINAHL, MEDLINE, Scopus, IEEE Xplore, Web of Science, and PubMed. Additionally, hand searches of keywords and citation tracking were conducted in Google Scholar. Both qualitative and quantitative literature were considered, and study reporting quality was assessed using the Joanna Briggs Institute Critical Appraisal Checklists and Critical Appraisal Skills Program Checklist. Among the 418 articles initially identified, 22 were selected for the review based on the inclusion and exclusion criteria. The review encompassed 17 experimental studies and five qualitative studies, involving healthcare professionals, informal caregivers, and university students. Sample sizes ranged from 20 to 278 participants, originating from seven different countries and regions, utilizing 11 distinct VR prevention programs. We used descriptive analysis and content coding for synthesizing study types, design, approaches, and outcomes. Overall, the incorporation of VR in dementia care education emerges as a novel and underexplored research avenue. VR interventions demonstrated enhancements in caregivers' and students' empathy, knowledge, attitude, and understanding of people with dementia, although not all experimental studies found statistically significant changes. Most of the VR intervention showed potential benefits in enhancing dementia care. VR-based education emerged as a valuable complement to traditional teaching and training methodologies, offering a more engaging and realistic learning experience. However, further research in larger and more diverse samples is imperative to comprehensively explore the effects of different VR intervention programs on dementia care education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496267
Database: ERIC
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  Value: <anid>AN0185784931;egr01jun.25;2025Jun10.03:30;v2.2.500</anid> <title id="AN0185784931-1">The virtual reality intervention programs and dementia care education: A systematic review </title> <sbt id="AN0185784931-2">Introduction</sbt> <p>The use of virtual reality (VR) as an educational tool has gained significant attention, especially within the healthcare field. VR technology has been explored for its potential to deepen the understanding of individuals living with dementia, allowing students and caregivers to immerse themselves in the lives of those affected by this condition. To date, research evidence regarding the implementation and effectiveness of VR interventions in this domain has not been evaluated and synthesized. We aimed to address this gap in the evidence. The study protocol was registered with PROSPERO, and literature published from 2000 onwards was searched from eight databases: Academic Search Complete, APA PsycINFO, CINAHL, MEDLINE, Scopus, IEEE Xplore, Web of Science, and PubMed. Additionally, hand searches of keywords and citation tracking were conducted in Google Scholar. Both qualitative and quantitative literature were considered, and study reporting quality was assessed using the Joanna Briggs Institute Critical Appraisal Checklists and Critical Appraisal Skills Program Checklist. Among the 418 articles initially identified, 22 were selected for the review based on the inclusion and exclusion criteria. The review encompassed 17 experimental studies and five qualitative studies, involving healthcare professionals, informal caregivers, and university students. Sample sizes ranged from 20 to 278 participants, originating from seven different countries and regions, utilizing 11 distinct VR prevention programs. We used descriptive analysis and content coding for synthesizing study types, design, approaches, and outcomes. Overall, the incorporation of VR in dementia care education emerges as a novel and underexplored research avenue. VR interventions demonstrated enhancements in caregivers' and students' empathy, knowledge, attitude, and understanding of people with dementia, although not all experimental studies found statistically significant changes. Most of the VR intervention showed potential benefits in enhancing dementia care. VR-based education emerged as a valuable complement to traditional teaching and training methodologies, offering a more engaging and realistic learning experience. However, further research in larger and more diverse samples is imperative to comprehensively explore the effects of different VR intervention programs on dementia care education.</p> <p>Dementia, characterized by a decline in cognitive functions such as memory, language, and problem-solving, is a leading cause of death and disability among individuals aged 65 or older (Alzheimer's Association, [<reflink idref="bib2" id="ref1">2</reflink>]). In 2023, an estimated 6.7 million Americans aged 65 and older were living with dementia (Rajan et al., [<reflink idref="bib35" id="ref2">35</reflink>]). Globally, dementia has emerged as a significant healthcare challenge, affecting around 55 million people, with projections indicating this number could rise to 139 million by 2050 (World Health Organization, [<reflink idref="bib52" id="ref3">52</reflink>]). The global economic burden of dementia is equally staggering, with costs estimated at $1.3 trillion in 2019 (Chowdhary et al., [<reflink idref="bib8" id="ref4">8</reflink>]; Livingston et al., [<reflink idref="bib29" id="ref5">29</reflink>]). Addressing these challenges necessitates a skilled and adequately trained workforce, a need that is underscored by the growing shortage of dementia caregivers worldwide (Saxon et al., [<reflink idref="bib37" id="ref6">37</reflink>]). Between 2011 and 2021, the number of caregivers in the U.S. alone grew from 3.2 million to 4.7 million, yet forecasts suggest that an additional 1.2 million caregivers will be needed by 2030 to meet the increasing demand for dementia care (PHI, [<reflink idref="bib34" id="ref7">34</reflink>]).</p> <p>Improving education and knowledge and cultivating positive attitudes and confidence within the future healthcare workforce toward individuals with dementia hold significant potential to advance dementia care (Baillie, [<reflink idref="bib4" id="ref8">4</reflink>]). Such efforts could concurrently reduce the stigma associated with dementia among formal/informal caregivers, as well as healthcare professionals (Jang et al., [<reflink idref="bib21" id="ref9">21</reflink>]; Werner & Heinik, [<reflink idref="bib50" id="ref10">50</reflink>]). Establishing a robust foundation for dementia care education among undergraduate healthcare students, healthcare professionals, and informal caregivers is critical (DesRoches et al., [<reflink idref="bib11" id="ref11">11</reflink>]; Tullo & Allan, [<reflink idref="bib48" id="ref12">48</reflink>]).</p> <p>The growing emphasis on the quality of dementia education and an increasing cost in healthcare teaching have led to the incorporation of advanced technology (Vozenilek et al., [<reflink idref="bib49" id="ref13">49</reflink>]). Virtual reality (VR) emerges as one such technology, offering immersive simulated experiences in various training domains, including medical education (Jiang et al., [<reflink idref="bib22" id="ref14">22</reflink>]). VR creates fully immersive, computer-generated environments allowing users to interact with these simulated worlds using special devices like enclosed headsets or body suits (Kamińska et al., [<reflink idref="bib25" id="ref15">25</reflink>]; Steuer, [<reflink idref="bib45" id="ref16">45</reflink>]). In dementia care education, the immersive and interactive nature of VR technology presents an innovative strategy, offering unique opportunities to understand and address the complex needs of individuals with dementia (Hicks et al., [<reflink idref="bib19" id="ref17">19</reflink>]; Stargatt et al., [<reflink idref="bib44" id="ref18">44</reflink>]). Over the past two decades, numerous VR intervention programs have been developed to simulate dementia experiences, yielding mixed results in studies. For instance, Beville ([<reflink idref="bib6" id="ref19">6</reflink>]) suggested that VR interventions heightened awareness among caregivers regarding the challenges faced by confused elders. Similarly, Adefila et al. ([<reflink idref="bib1" id="ref20">1</reflink>]) reported enhanced knowledge, attitudes, and compassion toward dementia among students involved in VR interventions. Recent studies by Slater et al. ([<reflink idref="bib38" id="ref21">38</reflink>]) and Bard et al. ([<reflink idref="bib5" id="ref22">5</reflink>]) indicated that interactive simulated dementia experiences boosted empathy toward dementia patients, potentially fostering cognitive and behavioral changes among healthcare providers and caregivers. Conversely, Han and Brown ([<reflink idref="bib16" id="ref23">16</reflink>]) and Campbell et al. ([<reflink idref="bib7" id="ref24">7</reflink>]) reported no significant impact on nursing students' recognition of personhood or their interactions with dementia patients following VR interventions.</p> <p>Although many studies have explored the advantages of using VR technologies for dementia education and found mixed results, a comprehensive systematic review evaluating the effectiveness of VR interventions in this field is needed. While some scoping reviews (Dhar et al., [<reflink idref="bib12" id="ref25">12</reflink>]; Hirt & Beer, [<reflink idref="bib20" id="ref26">20</reflink>]; Lie et al., [<reflink idref="bib28" id="ref27">28</reflink>]) have highlighted the use of VR in dementia education, their focus primarily delineated the types and uses of VR interventions. There are still gaps in the detailed analysis of VR's effectiveness across diverse dementia training contexts and its long-term impacts on students, formal/informal caregivers. Therefore, this systematic review aims to achieve the following objectives:</p> <p></p> <ulist> <item> Identify VR intervention programs employed in dementia care education as well as identify gaps in existing knowledge to be addressed in future research.</item> <p></p> <item> Evaluate the effectiveness of VR intervention programs in dementia care education concerning knowledge, skills, attitudes, confidence, and self-efficacy.</item> </ulist> <hd id="AN0185784931-3">Methods</hd> <p></p> <hd id="AN0185784931-4">Study design</hd> <p>We conducted a systematic review to examine the usage of VR intervention programs and assess the effectiveness of VR intervention programs in dementia education, including quantitative and qualitative studies (Amgad et al., [<reflink idref="bib3" id="ref28">3</reflink>]). The review adhered to the PRISMA guidelines (Page et al., [<reflink idref="bib32" id="ref29">32</reflink>]). We prospectively registered the protocol with the PROSPERO International Prospective Register of Systematic Reviews (CRD42024498606).</p> <hd id="AN0185784931-5">Search strategies</hd> <p>Our systematic literature search aimed to identify pertinent peer-reviewed articles across eight databases: Academic Search Complete, APA PsycINFO, CINAHL, MEDLINE, Scopus, IEEE Xplore, Web of Science, and PubMed. We considered publications from the period spanning 2000 to 2023 because most VR intervention programs were implemented after 2000. Additionally, we conducted manual searches using keywords and citation tracking within Google Scholar and references used in reviewed studies. To structure our search strategy effectively, we employed keywords centered on VR intervention and dementia care education (see Table 1).</p> <p>Table 1. Database search terms.</p> <p> <ephtml> <table><tbody><tr><td>"VR" OR "Virtual Reality" OR "Simulated Reality" OR "Simulated Environment"</td></tr><tr><td>AND</td></tr><tr><td>"Dementia Care" OR "Alzheimer disease Care" OR "Alzheimer disease related to Dementia"</td></tr><tr><td>AND</td></tr><tr><td>"Education" OR "Teaching" OR "Pedagogy" OR "Learning" OR "Professional development"</td></tr></tbody></table> </ephtml> </p> <hd id="AN0185784931-6">Study selection</hd> <p>References identified through the comprehensive search across databases were compiled and managed using EndNote (version X9). Our eight databases and citations search yielded a total of 418 records. The titles and abstracts of each record were independently screened against the inclusion and exclusion criteria by two authors (XL, RM), as outlined in Table 2. Screening results were compared, and any discrepancies were discussed and resolved.</p> <p>Table 2. Article inclusion and exclusion criteria.</p> <p> <ephtml> <table><tbody><tr><td><italic>Inclusion Criteria</italic></td></tr><tr><td><list list-type="Bullet"><list-item><p>Participants: students, informal/formal caregivers</p></list-item><list-item><p>Studies reporting relationship between VR interventions and dementia care education</p></list-item><list-item><p>VR intervention analysis, using quantitative, qualitative, and mixed methods</p></list-item><list-item><p>Other: studies published in English.</p></list-item></list></td></tr><tr><td>Studies published during 2000–2023.</td></tr><tr><td><italic>Exclusion Criteria</italic></td></tr><tr><td><list list-type="Bullet"><list-item><p>Participants: patients, clinicians, and residents of long-term care facilities.</p></list-item><list-item><p>Flatscreen simulation or 2D videos</p></list-item><list-item><p>Studies did not specifically investigate VR interventions and dementia care education</p></list-item><list-item><p>Review papers (reviews, commentaries, editorials, opinion pieces, conference papers and conference presentations. Dissertations)</p></list-item><list-item><p>Studies not reported in English.</p></list-item><list-item><p>Other: studies with duplicate data, or full text unavailable</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <hd id="AN0185784931-7">Data extraction</hd> <p>For data extraction, we employed a form based on piloted templates (Crow et al., [<reflink idref="bib10" id="ref30">10</reflink>]), (see Table S1, online supplemental material). This form encompassed various aspects such as publication details, study design, and key findings. We adapted this form for qualitative studies, by using 'observational tools and themes' in place of 'instruments and dimensions.' Following systematic review guidelines, two authors (XL, RM) independently performed the extraction process. We then cross-checked the extraction forms and resolved discrepancies through consensus discussions involving three additional researchers (XYL, SC, CC).</p> <hd id="AN0185784931-8">Assessment of study reporting quality</hd> <p>To evaluate the reporting quality of the studies, we employed two validated assessment tools. Firstly, the JBI Critical Appraisal Checklist, recommended for Quasi-Experimental Studies, was utilized to assess the trustworthiness and relevance of the research outcomes (Moola et al., [<reflink idref="bib31" id="ref31">31</reflink>]). Each item in the checklist was rated as '0' for 'No,' '0' for 'Unclear,' and '1' for 'Yes.' Subsequently, an overall quality score was calculated by dividing the accumulated points by the total points of nine. Scores above 0.8, between 0.6 and 0.8, and below 0.6 corresponded to high, moderate, and low ratings, respectively (Ma et al., [<reflink idref="bib30" id="ref32">30</reflink>]; Squires et al., [<reflink idref="bib42" id="ref33">42</reflink>]). We utilized the same scoring criteria for the remaining quality assessments for the qualitative studies. This included the 10-item Critical Appraisal Skills Program (CASP) qualitative research checklist, a well-established tool in health research ([<reflink idref="bib9" id="ref34">9</reflink>]).</p> <hd id="AN0185784931-9">Data synthesis</hd> <p>Due to the considerable heterogeneity in study designs and outcomes, conducting a meta-analysis within this review was unfeasible. Consequently, the data were synthesized and summarized narratively. In quantitative studies, any statistically significant associations between VR interventions and dementia care education were highlighted, followed by a detailed explanation of the findings. The qualitative findings were analyzed and organized using thematic analysis, which structured the research results into specific categories.</p> <hd id="AN0185784931-10">Results</hd> <p></p> <hd id="AN0185784931-11">Studies identified</hd> <p>As illustrated in Figure 1, our database search yielded a total of 390 records, with an additional 28 records identified from reference lists. Following the removal of duplicates and the initial screening based on titles and abstracts, the remaining records proceeded to full-text evaluation. Consequently, 396 records were excluded due to duplicates (<emph>n</emph> = 112), study design (<emph>n</emph> = 200), review and conference papers (<emph>n</emph> = 78), and unavailability of full text or non-English publication (<emph>n</emph> = 6). This process resulted in the final selection of 22 independent studies.</p> <p>DIAGRAM: Figure 1. PRISMA flow diagram of study selection process.</p> <hd id="AN0185784931-12">Study characteristics</hd> <p>The 22 studies included in this review spanned a 21-year period (2002–2023), with the majority (60%) published within the last five years. These studies were conducted across seven countries and regions, 7 from the USA, 4 from Australia and England, 2 studies each for Korea, Japan, the Netherlands, and a single study from Taiwan (see Table 3).</p> <p>Table 3. Key study characteristics.</p> <p> <ephtml> <table><thead><tr><td>Country or Region</td><td>Publication date</td><td>Research Population</td></tr></thead><tbody><tr><td>USA 7</td><td>2000–2010 1</td><td>University students 8</td></tr><tr><td>Australia 4</td><td>2011–2015 0</td><td>University hospital staff 2</td></tr><tr><td>UK 4</td><td>2016–2020 8</td><td>Professional carers 6</td></tr><tr><td>Korea 2</td><td>2021–2023 13</td><td>Informal caregivers 5</td></tr><tr><td>Japan 2</td><td /><td>Formal and informal carers 1</td></tr><tr><td>Netherland 2</td><td /><td /></tr><tr><td>Taiwan 1</td><td /><td /></tr><tr><td>Total 22</td><td>Total 22</td><td>Total 22</td></tr></tbody></table> </ephtml> </p> <p>1 The research populations varied and included university students (<emph>n</emph> = 8), professional carers (<emph>n</emph> = 6), informal caregivers (<emph>n</emph> = 5), university hospital staff (<emph>n</emph> = 2), and a combination of formal and informal carers (<emph>n</emph> = 1). Further detailed information on these studies is summarized in Table 4.</p> <p>Table 4. Detailed results of included studies (N = 22).</p> <p> <ephtml> <table><thead><tr><td>First Author (year) Country</td><td>Sample/Study design</td><td>Instrument/ Measurement</td><td>Items/Factor</td><td>Key findings</td><td>Settings</td><td>VR intervention</td></tr></thead><tbody><tr><td>Adefila et al., (<xref ref-type="bibr" rid="bibr1">2016</xref>) UK</td><td>Healthcare students (<italic>n</italic> = 55) A quasi-experimental Study design</td><td>Davis' interpersonal reactivity index Inventory of interpersonal problems-Generalized anxiety disorder</td><td>The questionnaires requested information about students' understanding and compassion of dementia.</td><td>The students' empathy scores increased by 7.31%. There was a significant increase in compassion among students who had pre-test scores.</td><td>University of UK</td><td>MyShoes project: a simulation space to explore environment, carry out any "day to day" tasks.</td></tr><tr><td>Bard et al., (<xref ref-type="bibr" rid="bibr5">2023</xref>) USA</td><td>Medical students (<italic>n</italic> = 150) A quasi-experimental Study design</td><td>Paired survey questions Post-survey questions</td><td>The questionnaire about students' understanding of persons with dementia.</td><td>Students reported significant increases in understanding the needs of a person with dementia (64% vs. 95%) after VR. Overall, 76% of students (<italic>n</italic> = 114) expressed a desire to incorporate more VR into their curriculum.</td><td>Medical School in U.S.</td><td>Beatriz Lab VR Module: Creating 3D video, with headset, allowing participants to directly experience the lives of individual with dementia</td></tr><tr><td>Beville, (<xref ref-type="bibr" rid="bibr6">2002</xref>) USA</td><td>professional caregivers' (<italic>n</italic>=146) A quasi-experimental Study design</td><td>A behavioral observation Eight questions were presented</td><td>Questions about expectations healthcare workers hold for dementia patients</td><td>Participants heightened that the high behavioral expectations caregivers have for dementia patients are unrealistic and need to change</td><td>Six long term care facilities in U.S.</td><td>Virtual Dementia Tour: five tasks to complete in the VDT room with devices to alter senses</td></tr><tr><td>Campbell et al., (<xref ref-type="bibr" rid="bibr7">2021</xref>) USA</td><td>Nursing students (<italic>n</italic> = 163) A quasi-experimental Study design</td><td>The Dementia Attitudes Scale (DAS) The Knowledge About Memory Loss and Care Test (KAML-C) Healthcare Tour Survey</td><td>20 items 15 items five questions</td><td>Statistically significant changes (<italic>p</italic> <.001) were noted in the pre/post DAS survey and the Healthcare Tour Survey. No significant change was noted on the KAML-C, although there was a trend towards improvement.</td><td>large public university in U.S.</td><td>Virtual Dementia Tour: five tasks to complete in the VDT room with devices to alter senses.</td></tr><tr><td>Flood (<xref ref-type="bibr" rid="bibr13">2024</xref>) USA</td><td>Nursing students (<italic>n</italic> = 32) A quasi-experimental Study design</td><td>Questionnaires</td><td>Questions about how the VR would impact their future nursing care.</td><td>Significant confidence increases; feelings about dying and hospice were also significantly changed.</td><td>Public university in U.S.</td><td>Beatriz Lab VR Module</td></tr><tr><td>J. F. M. Gilmartin-Thomas et al., (<xref ref-type="bibr" rid="bibr15">2018</xref>) Australia</td><td>Medical students (<italic>n</italic> = 64) pharmacy students (<italic>n</italic> = 214) Non-randomized controlled study design</td><td>Dementia Attitudes Scale (DAS)</td><td>20 items</td><td>The intervention improved the DAS total score (<italic>p</italic> <.001). The intervention had a positive impact on medical and pharmacy students' knowledge and attitudes toward people with dementia.</td><td>University students in Australia</td><td>Australia Vic Virtual Dementia Experience, the simulation room allowed participants to experience the life of people with dementia</td></tr><tr><td>J. F. Gilmartin-Thomas et al., (<xref ref-type="bibr" rid="bibr14">2020</xref>) Australia</td><td>Medical students (<italic>n</italic>- = 29) Pharmacy students (<italic>n</italic> = 24) Focus groups study design</td><td>Open-ended, semi-structured questions</td><td>Questions about their perception of the usefulness of VR intervention and how it could be improved</td><td>A virtual dementia experience improved student self-reported knowledge and attitudes towards people with dementia.</td><td>University students in Australia</td><td>Australia Vic Virtual Dementia Experience The simulation room allowed participants to experience the life of people with dementia</td></tr><tr><td>Han & Brown, (<xref ref-type="bibr" rid="bibr16">2020</xref>) Korea</td><td>Korean Caregivers (<italic>n</italic>=28) Descriptive phenomenological study design</td><td>Semi-structured interviews</td><td>Questions to explore their experiences of participation in the program</td><td>The program helped caregivers have more empathy, affected their care strategies positively leading to emotional and social benefits on the care dyads.</td><td>Wonju city, South Korea</td><td>Dementia Live: a simulation room, give a realistic environment of living with dementia</td></tr><tr><td>Han et al., (<xref ref-type="bibr" rid="bibr17">2020</xref>) Korea</td><td>Family caregivers (<italic>n</italic> = 101) Randomized controlled trial study design</td><td>Dementia Attitude Scale (DAS) Interpersonal Reactivity Index (IRI) Brief COPE (Coping Orientation to Problems Experienced)</td><td>20 items 28 items 28 items</td><td>Statistically significant interaction effects between the simulation program and the lecture program were found, the effectiveness of interventions on empathy was not found.</td><td>Wonju city, South Korea</td><td>Dementia Live: a simulation room give a realistic environment of living with dementia</td></tr><tr><td>Hicks et al., (<xref ref-type="bibr" rid="bibr19">2023</xref>) UK</td><td>Care home practitioner (<italic>n</italic>=20) Exploratory qualitative study design</td><td>A semi-structured focus group</td><td>Questions aimed to elicit participants' perceptions and experiences of VR tool</td><td>VR application is an engaging and successful experiential learning tool that can provide care home practitioners with deeper cognitive and emotional awareness of living with dementia.</td><td>Care homes in UK</td><td>A walk Through Dementia:360-degree video to provide an experience of people with dementia</td></tr><tr><td>Sung et al., (<xref ref-type="bibr" rid="bibr46">2022</xref>) Taiwan</td><td>Home care workers(<italic>n</italic> = 124) Single‐blind cluster randomized trial study design</td><td>Dementia Knowledge Assessment Scale (DKAS) Approaches to Dementia Questionnaire (ADQ). Sense of Competence in Dementia Care Staff scale (SCIDS) Jefferson Scale of Empathy (JSE)</td><td>25 items 19 items 17 items 20 items</td><td>The improvement in dementia knowledge, attitudes, competence, and empathy over time is significant in the VR group compared to the non‐VR control group. The effects remained significant 1 month after the 3‐month intervention</td><td>Home care agency in Taiwan</td><td>Dementia VR Film: The 360‐degree dementia VR videos,present real‐life situations of those with dementia</td></tr><tr><td>Jütten et al., (<xref ref-type="bibr" rid="bibr24">2017</xref>) Netherlands</td><td>Informal caregivers in the intervention group (<italic>n</italic> = 145) control group (<italic>n</italic> = 56) A quasi-experimental Study design</td><td>Interpersonal Reactivity Index (IRI) measure empathy Caregiver Reaction Assessment Dutch (CRA-D) Measure caregiver burden Anxiety and Depression Scale (HADS). Relationship Quality Index Short Sense of Competence Questionnaire</td><td>28 items 24 items 7 items 5 items 3 items</td><td>85% of the participants in the intervention group found the intervention useful; 76% said they had changed their approach to caregiving, and 61% stressed that the intervention had increased their understanding of dementia. No significant differences were found between the two groups over time regarding empathy, sense of competence, relationship quality with the care receiver, burden, depression, and anxiety.</td><td>Netherlands, an organization for eldercare</td><td>Into D'mentia:a simulation set in a living kitchen in which visitors experience a day in the life of someone with dementia.</td></tr><tr><td>Kimzey et al., (<xref ref-type="bibr" rid="bibr26">2020</xref>) USA</td><td>Nursing students (<italic>n</italic> = 56) Qualitative exploratory study design</td><td>Focus groups semi-structured interview</td><td>Open-ended questions</td><td>Four themes: (a) improved attitudes (b)VR Stressful and expressed empathy (c) dementia knowledge(d) impact on future nursing care.</td><td>University in Southern U.S.</td><td>Virtual Dementia Tour: five tasks to complete in the VDT room with devices to alter senses</td></tr><tr><td>Sari et al., (<xref ref-type="bibr" rid="bibr36">2020</xref>) Japan</td><td>Caregivers (<italic>n</italic> = 42) Non-randomized, quasi-experimental study design.</td><td>Attitudes Toward Dementia Scale Sense of Community Scale</td><td>14 items. 12 items.</td><td>The total scores of attitudes towards dementia and sense of community changed positively from pre-to post intervention (<italic>p</italic> =.004 and <0.001, respectively.</td><td>Tokyo, Japan.</td><td>The Dementia VR Film: consisted of two films depicting the experience of people with dementia</td></tr><tr><td>Slater et al., (<xref ref-type="bibr" rid="bibr38">2019</xref>) UK</td><td>Healthcare staff and family carers (<italic>n</italic>=52) A qualitative exploratory study design</td><td>Face to face and personal communication</td><td>(1) experiences of the VDT® program (2) the benefits and (3) impact of the program on practice</td><td>VR was perceived as useful and provided an opportunity to imagine what it is to live with dementia,' enhancing the empathic state.</td><td>Health Service Executive region in Ireland</td><td>Virtual Dementia Tour: five tasks to complete in the VDT room with devices to alter senses</td></tr><tr><td>Slater et al., (<xref ref-type="bibr" rid="bibr39">2021</xref>) UK</td><td>Carers and health professionals (<italic>n</italic> = 223) A quasi-experimental study design</td><td>Questionnaire measure empathy, understand of behaviors, role of the person in care decisions.</td><td>15 items</td><td>All 15 items increased as a statistically significant level (<italic>p</italic> <.01) post intervention. Examination of the three-month follow up show that scores remained improved</td><td>Health and Social Care Trust in Northern Ireland</td><td>Virtual Dementia Tour: five tasks to complete in the VDT room with devices to alter senses</td></tr><tr><td>Solecki et al., (<xref ref-type="bibr" rid="bibr40">2021</xref>) USA</td><td>Nursing staff (<italic>n</italic> = 113) Quasi-experimental study design.</td><td>Long Tour Survey Approaches to Dementia Questionnaire Perceptions of Caring.</td><td>5 items 19 items 16 items</td><td>Total scores, although not statistically significant, revealed a slight change in the total score. The VR was a beneficial experience but unable to demonstrate a real change for the majority of participants.</td><td>University of Michigan. Community hospital in the Midwest.</td><td>Virtual Dementia Tour: five tasks to complete in the VDT room with devices to alter senses</td></tr><tr><td>Stargatt et al., (<xref ref-type="bibr" rid="bibr43">2021</xref>) Australia</td><td>Dementia care workers 114 <italic>n</italic>=60 VR condition, 54 control condition A two-group randomized controlled study</td><td>Situational Empathy and Perspective Taking Scale (SEPS) Understanding of Dementia Care Environments tool (UDCE) Dementia Knowledge Assessment Scale (DKAS) Dementia Attitudes Scale (DAS)</td><td>6 items A picture of a bathroom 27 items 20 items</td><td>Significant pre-post main effects were observed for empathy, understanding of dementia care environments, and Attitudes. Using VR may not augment teaching outcomes for all learners. VR may differentially assist leaners of different ages and English-speaking backgrounds</td><td>community-based organization in Australia</td><td>Virtual Dementia Experience: utilizes a smartphone-app with the Oculus Quest headset, the learner is visually immersed in the virtual environment.</td></tr><tr><td>Stargatt et al., (<xref ref-type="bibr" rid="bibr44">2022</xref>) Australia</td><td>Professional carers (<italic>n</italic>=96) Non-randomized controlled study design</td><td>Understanding of Dementia Care Environments (UDCE)</td><td>A picture of a bathroom</td><td>who received VR education identified a significantly greater number of appropriate environmental modifications</td><td>Melbourne, Australia.</td><td>Virtual Dementia Experience</td></tr><tr><td>Torrence et al., (<xref ref-type="bibr" rid="bibr47">2023</xref>) USA</td><td>University students (<italic>N</italic> = 41)) Experimental study design</td><td>Knowledge of Alzheimer's Disease Scale Dementia Attitudes Scale. Caregiving Preparedness Scale.</td><td>25 items 20 items 8 items</td><td>Mean increase in scores between the pre- and posttests on the Knowledge of 0.8 points for VRDT. Scores on the Preparedness, a mean decrease of 0.2 points (SD = 0.43) for VRDT.</td><td>Southeastern university in USA</td><td>Virtual Dementia Tour: five tasks to complete in the VDT room with devices to alter senses</td></tr><tr><td>Wijma et al., (<xref ref-type="bibr" rid="bibr51">2018</xref>)Netherlands</td><td>Informal caregivers (<italic>n</italic> = 35) Quasi-experimental study design.</td><td>Approach to Dementia Questionnaire (ADQ) 'Self-Perceived Pressure from Informal Care' 'Trust in Own Abilities' (TOA) Dyadic Relationship Scale (DRS)</td><td>7 items 9 items 32 items 11 items,</td><td>A significant increase between pre-test and post-test scores (t<sub>(34)</sub> = 2.91, <italic>p</italic> =.006), indicating that participants were better able to empathize with the person with dementia compared to before TDL.</td><td>Care institutes in Netherlands.</td><td>D'mentia Lens (TDL): VR movie showed several situations that, reflected a normal day at home of people with dementia</td></tr><tr><td>Yamaguchi et al. (<xref ref-type="bibr" rid="bibr54">2022</xref>) Japan</td><td>Nurses in the intervention group (<italic>n</italic> = 20), control groups (<italic>n</italic> = 19) Non-randomized controlled trial</td><td>Dementia Nursing Competency Scale Staff Experiences of Working with Dementia Residents Dementia Attitude Scale Knowledge in Dementia scale</td><td>44 items 21 items 20 items 16 items</td><td>Significant differences in scores on the Dementia Nursing Competency Scale Staff Experiences of Working with Dementia Residents questionnaire scores were significantly lower at pre- than that at post-intervention and 1 month after intervention.</td><td>Two university hospitals and one cancer center located in Japan</td><td>Virtual Reality Scenarios: Each video lasted 3–5 minutes. An Oculus Go was used to view 360° immersive video.</td></tr></tbody></table> </ephtml> </p> <hd id="AN0185784931-13">Study reporting quality</hd> <p>Among the 22 quality assessments comprising 17 experimental and quasi-experimental studies, and 5 qualitative studies, the results are presented in the online supplemental material (Table S2, Table S3). Overall, the methodological quality across the studies ranged from moderate (<emph>n</emph> = 6) to high (<emph>n</emph> = 16).</p> <hd id="AN0185784931-14">VR intervention programs</hd> <p>The utilization of virtual reality technologies in health professionals' training continues to grow due to ongoing technological advancements and evolving conceptual uses (Hattink et al., [<reflink idref="bib18" id="ref35">18</reflink>]). This trend is notably pronounced in the field of dementia care education, where virtual reality programs have emerged as effective training modalities. Among the 22 studies analyzed, 11 VR intervention programs embrace two types of approaches, simulation environments and 360-degree simulation videos (see Table 5).</p> <p>Table 5. VR intervention programs (n = 11).</p> <p> <ephtml> <table><thead><tr><td>Simulation environments (<italic>n</italic> = 5)</td><td>360-degree simulation videos (<italic>n</italic> = 6)</td></tr></thead><tbody><tr><td>Virtual Dementia Tour (used in six studies)</td><td>Virtual Dementia Experience (used in two studies)</td></tr><tr><td>Dementia Live (two studies)</td><td>Dementia VR Film (two studies)</td></tr><tr><td>Australia Vic Virtual Dementia Experience (two studies)</td><td>Beatriz Lab VR Module (two studies)</td></tr><tr><td>Into Dementia (one study)</td><td>A Walk-Through Dementia (one study)</td></tr><tr><td>MyShoes project (one study)</td><td>Virtual Reality Scenarios (one study)</td></tr><tr><td /><td>Through Dementia Lens (one study)</td></tr></tbody></table> </ephtml> </p> <p>In general, the included studies featured two primary types of VR interventions. The first type involved simulation environments typically housed within shipping containers, cabinets, or furnished labs designed as living spaces. These spaces utilized sensors and projections to immerse visitors, including students, family members, and professional carers, in an experience simulating the feelings and behaviors of individuals with dementia. Participants wore headphones, eyewear, and gloves, entering the world of dementia to complete the tasks and understand and experience similar emotions and actions with people with dementia. VR intervention programs falling under this category included Virtual Dementia Tour, Dementia Live, Australia Vic Virtual Dementia Experience, Into Dementia, and MyShoes project.</p> <p>The second type of VR intervention comprised 360-degree simulation videos, combining computer-generated environments to illustrate the challenges faced by individuals with dementia. Participants accessed these simulations via smartphone apps or web platforms compatible with Oculus Quest, a commercially available VR headset technology. Through the headset, learners were visually immersed in virtual environments, navigating them through physical head movements. VR programs like Virtual Dementia Experience, Dementia VR Film, Beatriz Lab VR Module, A Walk-Through Dementia, Virtual Reality Scenarios, and Through Dementia Lens were categorized under this type.</p> <hd id="AN0185784931-15">VR intervention outcomes</hd> <p>Across the included studies, various VR intervention programs were evaluated, yielding mixed results. The studies had a focus on improving participants' knowledge of dementia, influence attitudes toward dementia including perceived confidence and competence in care provision, foster empathy for people living with dementia, augment understanding and awareness of people living with dementia.</p> <hd id="AN0185784931-16">Knowledge of dementia</hd> <p>Assessments of dementia knowledge were quantitatively measured in four studies utilizing validated assessment tools such as the Dementia Knowledge Assessment Scale, Knowledge About Memory Loss and Care Test, and Knowledge of Alzheimer's Disease Scale. In the research by Sung et al. ([<reflink idref="bib46" id="ref36">46</reflink>]), a single‐blind cluster randomized trial revealed a significant improvement in dementia knowledge over time in the VR group compared to the non‐VR group. Torrence et al. ([<reflink idref="bib47" id="ref37">47</reflink>]) and Flood ([<reflink idref="bib13" id="ref38">13</reflink>]) observed a mean increase in scores between pre- and posttests on Knowledge about Alzheimer's Disease. Conversely, Stargatt et al. ([<reflink idref="bib43" id="ref39">43</reflink>]) suggested that while VR might not uniformly enhance dementia knowledge for all learners, it could potentially assist learners of varying ages and English-speaking backgrounds differently. Similarly, Campbell et al. ([<reflink idref="bib7" id="ref40">7</reflink>]) did not report any statistically significant change in The Knowledge About Memory Loss, although there was an observable trend toward improvement.</p> <hd id="AN0185784931-17">Attitudes towards dementia</hd> <p>Six studies conducted quantitative analyses to assess shifts in attitudes toward dementia, utilizing validated assessment tools such as the Dementia Attitudes Scale, Attitudes Toward Dementia Scale, Dementia Attitudes Scale (DAS), and Approaches to Dementia Questionnaire. All studies, except one, focusing on attitudes reported a significant improvement from pre-intervention to post-intervention. Campbell et al. ([<reflink idref="bib7" id="ref41">7</reflink>]) reported statistically significant changes (<emph>p</emph> <.001) in nursing students' scores on the Dementia Attitudes Scale in a pre/post DAS survey. J. F. M. Gilmartin-Thomas et al. ([<reflink idref="bib15" id="ref42">15</reflink>]) observed an improvement in the DAS total score due to the intervention. Sung et al. ([<reflink idref="bib46" id="ref43">46</reflink>]) reported a significant improvement in dementia attitudes within the VR group compared to the non-VR control group. These effects remained significant one month after the three-month intervention concluded. Sari et al. ([<reflink idref="bib36" id="ref44">36</reflink>]) indicated positive changes in total scores of attitudes toward dementia and the sense of community from pre- to post-intervention (<emph>p</emph> =.004 and <emph>p</emph> <.001, respectively). Stargatt et al. ([<reflink idref="bib43" id="ref45">43</reflink>]) reported significant pre-post main effects on the attitudes of dementia care workers toward patients with dementia. However, Torrence et al. ([<reflink idref="bib47" id="ref46">47</reflink>]) found differing outcomes, noting that pre- and post-intervention scores for attitudes about living with dementia increased for the control group (<emph>M</emph> = 8.25, SD = 5.6) but decreased for the intervention group (<emph>M</emph> = −2.9, SD = 4.7), suggesting a negative effect associated with the use of VR intervention in training caregivers. The study showed that participants reported surprise at the difficulty they experienced while carrying out mandatory tasks, and they felt frustrated in response to the VR simulation.</p> <hd id="AN0185784931-18">Empathy for people living with dementia</hd> <p>The impact of interventions involving VR intervention on empathy for people living with dementia yielded mixed results across studies. Adefila et al. ([<reflink idref="bib1" id="ref47">1</reflink>]), employing a quasi-experimental design and assessing participants' attitudes using the Interpersonal Reactivity Index (IRI) to measure empathetic concerns for others, reported increased empathy among social care professionals after participating in the VR program (myShoes project). Sung et al. ([<reflink idref="bib46" id="ref48">46</reflink>]) concluded that the improvement in dementia empathy over time was significant in the VR intervention group. Slater et al. ([<reflink idref="bib39" id="ref49">39</reflink>]), utilizing a 15-item questionnaire to measure empathy, observed a statistically significant increase in all 15 items post-intervention (<emph>p</emph> <.01). Similarly, Stargatt et al. ([<reflink idref="bib43" id="ref50">43</reflink>]) reported that the intervention produced significant pre-post main effects for empathy using the Situational Empathy and Perspective Taking Scale (SEPS). Wijma et al. ([<reflink idref="bib51" id="ref51">51</reflink>]) found a notable increase in scores between pretest and posttest assessments (t <subs>(<reflink idref="bib34" id="ref52">34</reflink>)</subs> = 2.91, <emph>p</emph> =.006), indicating enhanced participant ability to empathize with people living with dementia post-intervention. However, Jütten et al. ([<reflink idref="bib24" id="ref53">24</reflink>]) did not report significant changes in short-term (one-week post-program) and long-term (15 months) empathy measures between the two groups. The researcher indicated that it is possible that changes emerge if the VR intervention included more simulation and group sessions specifically designed for different stages (mild, moderate, severe) as the dementia progresses, and more tips that caregivers could use in their care for their loved one with dementia. Additionally, Han and Brown ([<reflink idref="bib16" id="ref54">16</reflink>]), measuring empathy using the Interpersonal Reactivity Index (IRI), did not find significant effectiveness of VR interventions on empathy. The study suggested that combination of the VR simulation-based and lecture-based programs on family caregivers may positively affect quality of care for people with dementia.</p> <hd id="AN0185784931-19">Understanding and awareness of person with dementia</hd> <p>Regarding the assessment of understanding and awareness of individuals living with dementia, the majority of studies showed a significant improvement from pre-intervention to post-intervention. Beville ([<reflink idref="bib6" id="ref55">6</reflink>]) reported heightened awareness of the emotional needs of people with dementia and a realization that high behavioral expectations for dementia patients among caregivers are unrealistic and need to change. Bard et al. ([<reflink idref="bib5" id="ref56">5</reflink>]) observed significant increases in students' understanding of how dementia impacts individuals' lives (71% vs. 94%). Han and Brown ([<reflink idref="bib16" id="ref57">16</reflink>]) noted increased awareness regarding possible changes due to aging and the risk of dementia among participants. Stargatt et al. ([<reflink idref="bib43" id="ref58">43</reflink>]) found significant pre-post main effects for understanding dementia care environments using the Understanding of Dementia Care Environments tool (UDCE). However, Solecki et al. ([<reflink idref="bib40" id="ref59">40</reflink>]) used the Long Tour Survey to measure understanding, revealing a slight change in total scores, although statistically insignificant. While the VR experience was beneficial, it did not demonstrate substantial changes for the majority of participants.</p> <hd id="AN0185784931-20">Themes summary of qualitative studies (n = 5)</hd> <p>In five qualitative studies, thematic analysis was employed to evaluate changes in attitudes, empathy, understanding, and knowledge of dementia among both students and caregivers. Slater et al. ([<reflink idref="bib38" id="ref60">38</reflink>]) and colleagues offered a qualitative perspective on the intervention's impact, involving a small sample of formal and informal caregivers (<emph>n</emph> = 18). Participants perceived the VR intervention as valuable, providing an opportunity to grasp the experiences and perspectives of individuals living with dementia, fostering both behavioral and cognitive responses to this 'lived experience.' Similar findings were echoed by (Han & Brown, [<reflink idref="bib16" id="ref61">16</reflink>]), whose study noted heightened empathy and observed emotional and social benefits. J. F. M. Gilmartin-Thomas et al. ([<reflink idref="bib15" id="ref62">15</reflink>]) and Kimzey et al. ([<reflink idref="bib26" id="ref63">26</reflink>]) conducted focus group discussions, highlighting that a virtual dementia experience enhanced students' self-reported knowledge and attitudes toward individuals with dementia, potentially influencing future nursing care. Hicks et al. ([<reflink idref="bib19" id="ref64">19</reflink>]) interviewed 20 care home practitioners, suggesting that VR interventions serve as engaging and effective experiential learning tools, fostering a deeper cognitive and emotional understanding of living with dementia among care home practitioners. These qualitative studies collectively underscore the role of VR intervention programs as a crucial step in enhancing healthcare professionals' capacity to care for individuals living with dementia.</p> <p>Both qualitative and quantitative findings provide complementary insights, reinforcing the reliability of the results. For instance, qualitative data revealed trends in improved attitudes, empathy, understanding, and knowledge of dementia among students and caregivers, while quantitative data corroborated these trends with statistical evidence, thereby strengthening the overall validity of the findings.</p> <hd id="AN0185784931-21">Discussion</hd> <p>The current review synthesized evidence from both quantitative and qualitative studies of 22 peer-reviewed articles. Overall, the studies incorporated two distinct types of immersive VR intervention programs for dementia care education among healthcare professionals and trainees. The first type involved a physical simulation room equipped with sensors and projections, offering visitors an experiential glimpse into life with dementia (Hattink et al., [<reflink idref="bib18" id="ref65">18</reflink>]). However, limitations in capacity, convenience, and cost prompted the development of a more portable and cost-effective tool. This led to the emergence of the second type of intervention—360-degree simulation videos experienced through headsets, providing visual immersion into virtual environments (Wijma et al., [<reflink idref="bib51" id="ref66">51</reflink>]). Despite employing different VR intervention programs, the studies shared a common goal and target audience. They aimed to utilize VR devices and technology to provide students and caregivers with insights into the everyday experiences of individuals with dementia. These interventions allowed participants to encounter the limitations, thoughts, and emotions experienced by individuals living with dementia during various situations.</p> <p>Evidence from the review suggests that various VR intervention programs may improve attitudes, empathy, understanding, and knowledge of dementia among students, as well as formal and informal caregivers, although not all experimental studies reported statistically significant changes (<emph>p</emph> <.05). In the analysis of the systematic review, most of experimental and quasi-experimental studies, the effectiveness is confirmed in dementia care education according to learning and reaction were investigated, such as participants were better able to empathize with the person with dementia compared to before intervention programs or the VR intervention programs had increased participants' understanding of dementia. Overall, VR intervention programs are to be favored at the expense of any or no control interventions with medium to large effect of Cohen's d. The findings are aligned with previous research (Jones et al., [<reflink idref="bib23" id="ref67">23</reflink>]). Even though there are no statistically significant changes in certain studies, there was a trend toward improvement on learning outcomes.</p> <p>Moreover, the five qualitative researches used different methodologies through different interview questions. They provided evidence to echo the research of Kyaw et al. ([<reflink idref="bib27" id="ref68">27</reflink>]) and Dhar et al. ([<reflink idref="bib12" id="ref69">12</reflink>]). VR intervention programs facilitate experiential learning, leading to a deeper empathetic understanding of dementia and heightened awareness of its emotional impact on individuals living with this condition. These collective findings underscore the potential of VR interventions as effective tools for enhancing dementia care education.</p> <p>Given the mixed findings, using VR may not augment teaching outcomes for all learners as VR may differentially assist learners of different ages and language background. Therefore, the VR intervention programs applied to dementia care education may need more experimental studies for further validate its effects. For example, Randomized Controlled Trials (RCTs) would provide high-quality evidence on the effectiveness of VR interventions, Longitudinal Studies could also assess the long-term effects (over a period of 12 to 24 months) of VR interventions on caregivers' knowledge, skills, and patient outcomes. By adopting these research designs, future studies can more effectively validate the impact of VR programs on dementia care education and contribute to evidence-based practice in this field. In the meantime, a sophisticated VR intervention programs are emerging and provides a unique opportunity to transform learning. The technology can be used to simulate any number of dementia care scenarios, and we recommend healthcare education provider institutions invest and become actively involved in this growing field. Considering that many healthcare professionals may lack direct experience in caring for people living with dementia (Han et al., [<reflink idref="bib17" id="ref70">17</reflink>]), VR technology offers an opportunity to bridge this gap by providing immersive experiences from the perspective of someone with dementia. This aligns with the expressed feelings of under preparedness among some healthcare professionals in managing dementia care (Song et al., [<reflink idref="bib41" id="ref71">41</reflink>]; Tullo & Allan, [<reflink idref="bib48" id="ref72">48</reflink>]).</p> <p>Moreover, the World Health Organization is estimating that there is a requirement for 40 million new health and social care jobs by 2030 ([<reflink idref="bib53" id="ref73">53</reflink>]). Incorporating VR-based training can significantly optimize the preparedness and effectiveness of the dementia care workforce. It is necessary to further develop the VR intervention programs in partnership with developer companies and conduct extensive research to refine VR intervention for the present and future healthcare workforce. The incorporation of VR technology into educational programs has significant implications, particularly in the context of dementia care education. This VR approach offers a highly immersive learning environment that can engage students and caregivers in ways traditional methods cannot. By simulating real-life scenarios, VR allows learners to practice skills and make decisions in a safe and controlled setting, which is particularly beneficial in complex fields like dementia care. The adoption of VR in education also opens avenues for further research and development. As technology evolves, so too can the educational content, allowing for continuous improvement in training methods and outcomes. VR technology holds great potential to enhance the effectiveness, efficiency, and quality of education, addressing the growing demands and complexities in dementia care. Future studies could explore these implications further for both students and caregivers.</p> <p>Limitations</p> <p>Despite thorough searches across multiple databases and sources, there is a possibility that some relevant literature on virtual reality in dementia education may have been missed, particularly since conference papers were excluded. In some fields, conference papers are highly relevant and considered an important form of publication. Second, the multifaceted nature of virtual reality research can pose challenges in comprehensively capturing all relevant articles, especially given variations in how the concept of VR intervention programs is defined and applied. Restricting the search to English papers may have limited the review's scope, potentially excluding valuable research published in languages other than English. Additionally, the use of non-standardized surveys across studies presents a challenge in data synthesis and comparison. This lack of standardization in assessment tools may affect the consistency and reliability of the conclusions drawn from the review.</p> <hd id="AN0185784931-22">Conclusion</hd> <p>We synthesized evidence from a total of 22 peer-reviewed articles, encompassing both quantitative and qualitative designs. The results imply that most of the VR intervention programs showed potential benefits in enhancing dementia care. VR-based education emerged as a valuable complement to traditional teaching and training methodologies, offering a more engaging and realistic learning experience. However, further research involving larger and more diverse samples is imperative to comprehensively explore the effects of different VR intervention programs on dementia care education, catering to multiple types of caregivers.</p> <hd id="AN0185784931-23">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0185784931-24">Supplementary Information</hd> <p>Supplemental data for this article can be accessed online at https://doi.org/10.1080/03601277.2025.2466131</p> <ref id="AN0185784931-25"> <title> References </title> <blist> <bibl id="bib1" idref="ref20" type="bt">1</bibl> <bibtext> Adefila, A., Graham, S., Clouder, L., Bluteau, P., & Ball, S. (2016). myShoes – The future of experiential dementia training? 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  Data: The Virtual Reality Intervention Programs and Dementia Care Education: A Systematic Review
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  Data: <searchLink fieldCode="AR" term="%22Xiaoli+Li%22">Xiaoli Li</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5322-1884">0000-0001-5322-1884</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xiaoyu+Liu%22">Xiaoyu Liu</searchLink><br /><searchLink fieldCode="AR" term="%22Sandra+Collins%22">Sandra Collins</searchLink><br /><searchLink fieldCode="AR" term="%22Ramesh+Mutthina%22">Ramesh Mutthina</searchLink><br /><searchLink fieldCode="AR" term="%22Chungyi+Chiu%22">Chungyi Chiu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Gerontology%22"><i>Educational Gerontology</i></searchLink>. 2025 51(6):598-614.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 17
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  Data: 2025
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Dementia%22">Dementia</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Occupations+Education%22">Allied Health Occupations Education</searchLink><br /><searchLink fieldCode="DE" term="%22Caregiver+Training%22">Caregiver Training</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Caregiver+Attitudes%22">Caregiver Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink>
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  Label: DOI
  Group: ID
  Data: 10.1080/03601277.2025.2466131
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0360-1277<br />1521-0472
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The use of virtual reality (VR) as an educational tool has gained significant attention, especially within the healthcare field. VR technology has been explored for its potential to deepen the understanding of individuals living with dementia, allowing students and caregivers to immerse themselves in the lives of those affected by this condition. To date, research evidence regarding the implementation and effectiveness of VR interventions in this domain has not been evaluated and synthesized. We aimed to address this gap in the evidence. The study protocol was registered with PROSPERO, and literature published from 2000 onwards was searched from eight databases: Academic Search Complete, APA PsycINFO, CINAHL, MEDLINE, Scopus, IEEE Xplore, Web of Science, and PubMed. Additionally, hand searches of keywords and citation tracking were conducted in Google Scholar. Both qualitative and quantitative literature were considered, and study reporting quality was assessed using the Joanna Briggs Institute Critical Appraisal Checklists and Critical Appraisal Skills Program Checklist. Among the 418 articles initially identified, 22 were selected for the review based on the inclusion and exclusion criteria. The review encompassed 17 experimental studies and five qualitative studies, involving healthcare professionals, informal caregivers, and university students. Sample sizes ranged from 20 to 278 participants, originating from seven different countries and regions, utilizing 11 distinct VR prevention programs. We used descriptive analysis and content coding for synthesizing study types, design, approaches, and outcomes. Overall, the incorporation of VR in dementia care education emerges as a novel and underexplored research avenue. VR interventions demonstrated enhancements in caregivers' and students' empathy, knowledge, attitude, and understanding of people with dementia, although not all experimental studies found statistically significant changes. Most of the VR intervention showed potential benefits in enhancing dementia care. VR-based education emerged as a valuable complement to traditional teaching and training methodologies, offering a more engaging and realistic learning experience. However, further research in larger and more diverse samples is imperative to comprehensively explore the effects of different VR intervention programs on dementia care education.
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  Label: Entry Date
  Group: Date
  Data: 2026
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  Data: EJ1496267
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        Value: 10.1080/03601277.2025.2466131
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      – Text: English
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        PageCount: 17
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      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Dementia
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Allied Health Occupations Education
        Type: general
      – SubjectFull: Caregiver Training
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Caregiver Attitudes
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Educational Research
        Type: general
    Titles:
      – TitleFull: The Virtual Reality Intervention Programs and Dementia Care Education: A Systematic Review
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Xiaoli Li
      – PersonEntity:
          Name:
            NameFull: Xiaoyu Liu
      – PersonEntity:
          Name:
            NameFull: Sandra Collins
      – PersonEntity:
          Name:
            NameFull: Ramesh Mutthina
      – PersonEntity:
          Name:
            NameFull: Chungyi Chiu
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0360-1277
            – Type: issn-electronic
              Value: 1521-0472
          Numbering:
            – Type: volume
              Value: 51
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Educational Gerontology
              Type: main
ResultId 1